COMPETENCIAS COMUNICATIVAS DE LOS DOCENTES EN EL PROCESO DE ENSEÑANZA A ESTUDIANTES CON DEFICIENCIA AUDITIVA EN EL AULA REGULAR DE LA UNIDAD EDUCATIVA FISCOMISIONAL FE Y ALEGRÍA
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2016-08
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
Resumen
El presente análisis de estudio de casos se realizó en la Unidad Educativa Fiscomisional “Fe y Alegría” ubicada el suroeste de la ciudad, con el objetivo de caracterizar las competencias comunicativas de los docentes en el proceso de enseñanza a estudiantes con deficiencia auditiva en el aula regular dentro del periodo 2015-2016.
La metodología utilizada en este trabajo tiene un enfoque cualitativo, donde se aplicó tres instrumentos para la recogida de datos, tales como una entrevista semiestructurada, un cuestionario y una guía de observación científica, además de contar con la revisión documentaria de fichas acumulativas y diagnósticos que reposan en los archivos de la institución, con la finalidad de evidenciar aquellas habilidades y estrategias comunicativas que los docentes utilizaron como herramienta de comunicación con los estudiantes con deficiencia auditiva, ya que tal como plantea Vygotsky, es de suma importancia la mediación del docente en el proceso de enseñanza-aprendizaje.
A través de los instrumentos aplicados, se pudo comprobar que la mayoría de los docentes, a pesar de sentirse motivados, no se encuentran altamente capacitados en el lenguaje de señas como tampoco en adaptaciones curriculares, ya que es la primera vez que enfrentaron este proceso de inclusión, por lo que se apoyaron en otros estudiantes, “ayudantes de cátedra”.
The present case study analysis was carried out in the "Fe y Alegría" Fiscomisional Educational Unit located southwest of the city, with the objective of characterizing teachers' communicative competences in the teaching process to students with hearing impairment in the classroom. regular within the period 2015-2016. The methodology used in this work has a qualitative approach, where three instruments were applied for the collection of data, such as a semi-structured interview, a questionnaire and a scientific observation guide, in addition to the documentary review of cumulative files and diagnoses that they rest in the archives of the institution, in order to demonstrate those skills and communication strategies that teachers used as a communication tool with students with hearing impairment, since as Vygotsky states, the mediation of the teacher in the teaching-learning process. Through the applied instruments, it was found that most teachers, despite feeling motivated, are not highly trained in sign language as well as curricular adaptations, since this is the first time they have faced this process. inclusion, so they relied on other students, "teaching assistants".
The present case study analysis was carried out in the "Fe y Alegría" Fiscomisional Educational Unit located southwest of the city, with the objective of characterizing teachers' communicative competences in the teaching process to students with hearing impairment in the classroom. regular within the period 2015-2016. The methodology used in this work has a qualitative approach, where three instruments were applied for the collection of data, such as a semi-structured interview, a questionnaire and a scientific observation guide, in addition to the documentary review of cumulative files and diagnoses that they rest in the archives of the institution, in order to demonstrate those skills and communication strategies that teachers used as a communication tool with students with hearing impairment, since as Vygotsky states, the mediation of the teacher in the teaching-learning process. Through the applied instruments, it was found that most teachers, despite feeling motivated, are not highly trained in sign language as well as curricular adaptations, since this is the first time they have faced this process. inclusion, so they relied on other students, "teaching assistants".
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Palabras clave
Competencias comunicativas, Deficiencia auditiva, Inclusión